I Want to Be a Scientist/A Teacher: Students' Perceptions of Career Decision-Making in Gender-Typed, Non-Traditional Areas of Work

Autor/inn/en	Buschor, Christine Bieri; Kappler, Christa; Keck Frei, Andrea; Berweger, Simone
Titel	I Want to Be a Scientist/A Teacher: Students' Perceptions of Career Decision-Making in Gender-Typed, Non-Traditional Areas of Work
Quelle	In: Gender and Education, 26 (2014) 7, S.743-758 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2014.970615
Schlagwörter	Foreign Countries; High School Students; Career Choice; Decision Making; Sex Role; Longitudinal Studies; Qualitative Research; Student Attitudes; STEM Education; Science Careers; Student Teachers; Gender Differences; Grounded Theory; Interviews; Nontraditional Occupations; Switzerland + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Decision-making; Entscheidungsfindung; Geschlechterrolle; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Qualitative Forschung; Schülerverhalten; STEM; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Geschlechterkonflikt; Interviewing; Interviewtechnik; Non-traditional occupations; Alternatives Berufsfeld; Schweiz
Abstract	The study examines the career decision-making of Swiss academic high school students opting for a career in a non-traditional, gender-typed area of work during the transition to higher education. Based on a longitudinal study, a qualitative study with 11 female students in Science, Technology, Engineering and Mathematics (STEM) and 13 male student teachers was conducted in order to analyse their perceptions of the career decision-making process. They felt supported by their parents and teachers. Women showed a strong sense of identity as future scientists without mentioning specific career goals. Men, by contrast, referred to job security-related considerations and emphasised the importance of role models for their choice. Female students emphasised their status of being "unique in a men's world" whereas male student teachers highlighted the role of 'masculinity in the classroom'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10